High School Learning Team Meeting October 26, 2005.pptVIP

High School Learning Team MeetingOctober 26, 2005 In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments? Defining Rigor and Relevance Rigor Can be measured on a continuum Low end rigor: acquiring knowledge High end rigor: using knowledge in complex ways Relevance Is also measured on a continuum Low end relevance: Knowledge acquired for its own sake High end relevance: Use of knowledge to solve complex real-world problems RIGOR AND RELEVANCE FRAMEWORK Let’s Look at a Test American Vision, Florida Edition Social Studies, 11th Grade American History 1921-1929 Unit 7 Chapter 21 Test, Form B Standard Addressed: SS.A.5.4. History, Time, Continuity, and Change The student understands U.S. history from 1880 to the present day. Supporting Resources and Agencies Alison Adler, Ed., D.– Safe Schools Institute at info@ Dr. Richard J. Stiggins – Assessment Training Institute at Dr. Jeff Howard – Efficacy Institute at Education Trust at Dr. Willard Daggett – International Center for Leadership in Education at Use the acquired knowledge Across disciplines Real world situations Upper levels of Blooms One discipline Upper level of Blooms Real world situations Unpredictable situations Is it Application? If NO = Level 1 If YES – Is it real world? If NO – and one discipline = Level 2 If NO – and interdisciplinary = Level 3 If YES – Is it unpredictable? If NO = Level 4 If YES = Level 5 * 1 2 3 4 5 Application (Relevance) Knowledge (Rigor) 1 2 3 4 5 6 Rigor/Relevance Framework Adapted from International Center for Leadership in Education B A D C Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 1 Knowledge in 1 discipline 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 5 Apply knowledge to real world unpredictable situations APPLICATION KNOWLEDGE Adap